Queen’s University
Accessibility Plan
May 1, 2013- April 30, 2016
This document is available in alternate formats, upon request. Please contact us at 613-533-2563 or by
email at equity@queensu.ca
Public Communication of the Accessibility Plans
Queen’s current and past Accessibility Plans are available:
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Online at the Equity Office website at: Reports and Plans
On written request to the Equity Office, Queen’s University, Mackintosh-Corry Hall,
Room B513, Kingston, ON, K7L 3N6
By telephoning the Equity Office at (613)533-2563
By email at equity@queensu.ca
In alternate format as requested
Accessibility Feedback
Queen's recognizes that feedback is critical to the process of identifying and removing barriers
to participation as well as improving how we deliver our services to persons with
disabilities. The Accessibility Feedback Online Form can be used to submit feedback about
accessibility to the Equity Office.
Feedback may also be given by emailing the Equity Office at equity@queensu.ca, by telephone
at (613) 533-2563, or by fax at (613) 533-2031. You may also send feedback via regular mail:
Equity Office
Queen's University
Mackintosh-Corry Hall, Room B511
99 University Avenue
Kingston, ON, K7L 3N6
Approved by Vice-Principals’ Operations Committee October 31, 2013
Message from the Office of the Provost & Vice-Principal (Academic)
Queen’s University is committed to creating a campus community that is inclusive of all
individuals. Successful learning, living, and employment outcomes are the result of a shared
responsibility and commitment on the part of students, employees, faculty, and senior
administrators. As Queen’s continues to enhance its culture of inclusiveness, it will require the
recognition and support of all on campus to ensure the removal of barriers to accessibility.
The aim of this document is to describe measures that Queen’s University took during
2012/2013 and will take moving forward to identify, remove, and prevent barriers to persons
with disabilities so that our faculty, staff, students, parents, alumnae, and members of the
broader community can access our university’s goods and services, facilities, and premises in a
way that respects dignity and independence. Our goal is to advance our understanding of what
makes a truly accessible organization, and then transform that knowledge into a culture that
builds accessibility into everything that we do.
I have great respect for our accomplishments to date. I would like to thank the many members
of the university community for their hard work and collaborative efforts as we continue to
foster positive attitudes and make progress towards a barrier-free campus. Accessibility is
everyone’s responsibility; I welcome input from all members of the Queen's and broader
community - students, faculty, staff, alumnae, and friends - as we work together towards
creating an environment that ensures everyone has a full and enriching Queen’s experience.
Sincerely,
Alan Harrison
Provost & Vice-Principal (Academic)
Approved by Vice-Principals’ Operations Committee October 31, 2013
QUEEN’S UNIVERSITY ACCESSIBILITY PLAN
Table of Contents
Section 1: Queen’s University Accessibility Plan Overview .................................................... 1
Section 2: Description of Queen’s University ......................................................................... 1
Section 3: Vision & Commitment .......................................................................................... 2
Informed & Committed Leadership ............................................................. 2
Evaluation .................................................................................................... 3
Alignment and Coordination ........................................................................ 3
Section 4: Queen’s University Comprehensive Strategic Framework for Accessibility............. 4
Reporting Structure of Accessibility Framework .......................................... 4
Section 5: Barrier Identification ............................................................................................ 5
Section 6: Report of Recent Achievements 2012/2013 .......................................................... 6
Consulting Persons with Disabilities and the Broader Community ............... 6
Customer Service ......................................................................................... 7
Procurement ................................................................................................ 8
Information & Communications................................................................... 8
Employment ................................................................................................ 9
Built Environment ........................................................................................ 9
Education, Training, & Awareness ............................................................... 9
Section 7: Moving Forward 2013-2016 ................................................................................ 11
AODA Compliance Plan .............................................................................. 13
Queen’s Strategic Roadmap ....................................................................... 15
Section 8: Guiding Legislation ............................................................................................. 17
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Section 1:
Queen’s University Accessibility Plan Overview
Under the Accessibility for Ontarians with Disabilities Act, 2005 (“AODA”) Queen’s University is
considered a large designated public sector organization. As such Queen’s is required to
establish, implement, maintain and document a multi- year accessibility plan. This document
constitutes Queen’s University’s Accessibility Plan (“the Plan”) for the period May 1, 2013 to
April 30, 2016.
The purpose of this required activity is to outline the university’s strategy to prevent and
remove barriers and meet our requirements under the AODA and its Regulations.
In preparing accessibility plans, the following shall be addressed:
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The Plan shall report on the measures the university has taken to identify, remove, and
prevent barriers to persons with disabilities
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The Plan shall describe the measures in place to ensure that the university assesses its
policies, practices, programs, and services to determine their effect on accessibility for
persons with disabilities
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The Plan shall describe the measures the university intends to take in the coming years
to identify, remove, and prevent barriers to persons with disabilities
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The university shall make the Plan and its status reports available to the public and in an
alternative format upon request
The Plan’s progress will be reviewed and reported annually, and additional identified initiatives
will be added.
Section 2:
Description of Queen’s University
Situated on traditional Anishinabe and Haudenosaunee territories, Queen’s University is a
community with 170 years of tradition, academic excellence, research, and a beautiful
waterfront campus made of limestone buildings and modern facilities. But more than anything
Queen’s is people. We are researchers, scholars, artists, professors and students with an
ambitious spirit who want to develop ideas that can make a difference in the world; people
who imagine together what the future could be and work together to realize it.
Queen’s is one of Canada’s oldest degree-granting institutions, and has influenced Canadian
higher education since 1841 when it was established by Royal Charter of Queen Victoria.
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Located in Kingston, Ontario, Canada, it is a mid-sized university with several faculties, colleges
and professional schools, as well as the Bader International Study Centre located in
Herstmonceux, East Sussex, United Kingdom. Queen’s balances excellence in undergraduate
studies with well-established and innovative graduate programs, all within a dynamic learning
environment.
To learn more about Queen's University please go to Quick Facts or Queen’s Encyclopedia.
Students, Staff & Faculty
With over 24,000 students, Queen's student body represents 120 different countries, along
with every Canadian province and territory. Over 5,000 committed staff and faculty work to
provide a scholarly and welcoming environment for our students. During the 2012-2013
academic year the Disability Services Office registered nearly 900 students with disabilities
requiring accommodations. Accessibility initiatives clearly align with the work of this Office in
that there is a shared purpose to provide inclusive services, supports, and facilities and promote
educational equity for students with disabilities.
Below is a table that indicates our current representation of faculty and staff who have
voluntarily self-identified as having a disability in 2012.
Who
Total Population
Persons with
Disabilities
Percentage
Faculty
2015
88
4.4%
Staff
2886
154
5.3%
Section 3:
Vision & Commitment
Queen’s vision is to improve opportunities for persons with disabilities and to provide for their
involvement in the strategic identification, removal, and prevention of barriers to their full
participation. Accessibility planning provides the university with the opportunity to take a
comprehensive look at its services, policies, procedures, practices and programs to determine
which aspects of its operations require action towards advancing accessibility. In order to
support progress and meaningful implementation of the Plan, a strong foundation built upon
the following principles is necessary.
Informed & Committed Leadership
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All Departments are asked to provide input into the Plan
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The Vice-Principals’ Operations Committee (VPOC) approves the Plan as well as receives
annual progress reports for information
Accountability is demonstrated through the Plan and its related accessibility
documentation is made publicly available and in alternative formats upon request
Mandatory accessibility and human rights training is offered for all staff, faculty, and
students acting on behalf of the university
Engaged and aware employees incorporate accessibility into daily practices at all levels
of the organization and are encouraged to use an inclusionary lens when preparing
policy and procedural documents or developing programs and services
Evaluation
Queen’s is meeting legislated timelines for implementation. Listening to and acting upon
feedback is an integral part of the evaluation process. Queen’s will continue to review and
expand engagement and consultation strategies across campus and with the broader
community, and especially with persons with disabilities.
Additional evaluation and reporting efforts include:
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Annual review of the Plan and preparation of progress reports; posted online and
available in alternate formats upon request
Compliance reports submitted to the Accessibility Directorate of Ontario, which
regulates compliance for all Ontario organizations
Feedback logged for internal performance assessment; data from feedback is used to
better prioritize and identify issues and barriers
Alignment and Coordination
In order for the Plan to be successful with its implementation objectives, it is necessary for it to
be aligned with other Queen’s strategic and guiding documents, policies, and procedures.
One example of how the university ensures alignment is the Policy Advisory Subcommittee that
was recently created by, and advisory to, the Vice-Principals’ Operations Committee. Its
purpose is to ensure consistency and coordination in the development, approval, and
administration of all policies that have university-wide implications. Policies, procedures,
and/or guidelines are recommended for approval only when the committee is satisfied that
there are no adverse implications for accessibility, equity, and human rights.
Queen’s recognizes that accessibility plays a large role in realizing its vision of being a researchintensive university with a transformative student learning experience. Accessibility is an
integral part of our strategic planning and operational processes.
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Section 4: Queen’s University Comprehensive Strategic Framework for
Accessibility
The Comprehensive Strategic Framework for Accessibility (“Accessibility Framework”) enables
the development and implementation of an Accessibility Plan that serves the university in the
following ways:
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To develop plans to address accessibility in five priority areas
To establish shared accountability and responsibility for accessibility for persons
with disabilities at Queen's, including funding accessibility-related expenses through
standard operating budgets and identifying other sources of revenue streams
To provide educational opportunities about accessibility to improve understanding
of accessibility issues and the university obligations in accessibility compliance
To continue efforts to incorporate accessibility issues in university diversity
initiatives
Reporting Structure of Accessibility Framework
The five Working Groups are comprised of members with direct responsibility and expertise as
it pertains to accessibility requirements and identified priorities. Each Group also has a member
that self-identifies as living with a disability and holds a particular interest in the Group’s area of
focus.
1. Customer Service Working Group
2. Information and Communications Working Group
3. Employment Working Group
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4. Built Environment Working Group
5. Education, Training, and Awareness Working Group
The Accessibility Coordination Team, comprised of the Leads of each working group, provides a
harmonized effort and is responsible for the development of comprehensive and integrated
Accessibility Plans. The Operational Review Committee reviews all accessibility initiatives at the
request of the Vice-Principals’ Operations Committee, thus ensuring institutional-wide
considerations are discussed. Ultimate approval of Accessibility Plans and initiatives rests with
the Vice-Principals’ Operations Group (VPOC).
Section 5:
Barrier Identification
The intent of the Accessibility Plan is to prevent, identify, and remove barriers. Barriers are
obstacles. Barriers to accessibility are obstacles that make it difficult – sometimes impossible –
for persons with disabilities to do the things most of us take for granted, things like working,
learning, and participating in recreational activities. When we think of barriers to accessibility,
most of us think of physical barriers, like a person who uses a wheelchair not being able to
enter a building because there is no ramp. The fact is that there are many kinds of barriers;
some are visible, many are not.
Information or Communications Barriers: Obstacles with processing, transmitting, or
interpreting information. For example, print on a brochure that is too small to read, websites
that cannot be accessed by people who are not able to use a mouse, or signs that are not clear
or easily understood.
Attitudinal Barriers: Prejudgments or assumptions that directly or indirectly discriminate. For
example, thinking that persons with disabilities are inferior, or assuming that a person who has
a speech impairment cannot understand you.
Technological Barriers: When technology cannot be or is not modified to support various
assistive devices and/or software. For example, a website that does not support screen-reading
software.
Organizational Barriers: Barriers within an organization’s policies, procedures, or practices that
do not consider accessibility. For example, a hiring process that is not open to persons with
disabilities. For example, inaccessible interview locations, or setting criteria that are not
necessary to perform the job requirements.
Architectural and Physical Barriers: Features of buildings or spaces that restrict or impede
physical access. For example, a doorway that is too narrow to accommodate entry by a person
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with a motorized scooter, doorknobs that are difficult for persons with arthritis to grasp or poor
lighting for persons with low vision.
Section 6:
Report of Recent Achievements 2012/2013
In its role to guide the Queen’s accessibility mandate and put plans into action, the Accessibility
Framework continued the process toward compliance with the AODA and building an accessible
and inclusive environment.
Consulting Persons with Disabilities and the Broader Community
Queen’s strives to improve its ability to consult, engage, listen, and reframe accessibility issues
so that the results of our work better meet the expectations and needs of persons with
disabilities.
In addition to having persons with disabilities participating on all of our Working Groups, the
university has undertaken several key initiatives towards improving engagement with persons
who are affected by or interested in accessibility matters at Queen’s. Offering an accessible
public engagement process helps the university make more informed decisions. It also helps
members of the Queen’s community better understand the complexities of accessibility
planning and thereby builds support for the university’s efforts.
In March of 2012 the Equity Office facilitated an Accessibility Town Hall with the aim to rally the
Queen’s community around building an inclusive community with a shared purpose and
responsibility in regards to ensuring that all our staff, students, and faculty enjoy an accessible
and inclusive environment. The ensuing report outlines in some detail emergent themes, ideas
from the community on increased collaboration and barrier removal and prevention.
The month of October in 2012 marked the launch of a series of Accessibility Cafés, also
facilitated by the Equity Office. Grounded in appreciative inquiry1, the Cafés were thematic
with a shared goal of beginning an ongoing and inclusive dialogue. Themes included:
envisioning the roadmap to accessibility, accessible instruction for educators, considering
accessibility in building residences, and creating an inclusive environment for students.
In collaboration with Queen’s Communications, an Accessibility Communications Strategy was
developed and is implemented on an on-going basis with the following communication
objectives:
1
Appreciative Inquiry:Discovery (Appreciating “The Best of What Is”) → Dream (Envisioning “What Could Be”) →
Design (Co-Constructing “What Should Be”) → Destiny (Sustaining “What Will Be”)
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Build awareness about accessibility
Inform our audiences about accessibility initiatives happening at the university
Demonstrate and support compliance with AODA legislation as it applies to the
university
Engage the Queen’s community in creating an environment that ensures everyone has a
full and enriching Queen’s experience
Integrate with an accessibility marketing campaign or strategy as it develops and is
implemented
Communications about the achievements of the Accessibility Framework can be found at:
Sparking a Discussion on Accessibility
Accessibility Town Hall Yields Vital Information
Working Groups Address Accessibility Issues
Toward a More Accessible Physical Campus
Groups Focuses on Creating More Inclusive Workplaces
Group Seeks to Make Information Accessible to All
Accessibility Team Works to Create Positive Change
Emergency Response Plans Promote Accessibility
Accessibility Café Will Examine Barriers, From Application to Graduation
Customer Service
Queen’s is committed to ensuring that persons with disabilities receive an equitable and
effective customer experience that accommodates their needs.

The University must ensure that everyone who acts on behalf of the institution and who
communicates and interacts with persons with disabilities has completed the Accessible
Customer Service Training.
Accessible Customer Service Training as of March 2013
Academic Positions
Staff
Student Contracts
Grand Total
Total
3007
2809
2162
7978
Completed
1329
2360
1207
4896
Percentage
44.2%
84.0%
55.8%
61.4%
We are required to have 100% compliance; currently we are at 61.4%. While this is an
improvement over last year’s completion rate of 44.1%, further work needs to be done in this
area to achieve compliance.
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The Policy Advisory Subcommittee that was recently created by, and advisory to, the VicePrincipals’ Operations Committee ensures consistency and coordination in the
development, approval, and administration of all policies that have university-wide
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implications. Policies, procedures, and/or guidelines are recommended for approval only
when the committee is satisfied that there are no adverse implications for accessibility,
equity, and human rights.
Accessibility feedback mechanisms continue to remain in place. The Equity Office is
responsible for receiving the feedback, then directing the issue to the appropriate
department for action and follow-up. In addition, such feedback is brought to the
appropriate Working Group’s attention for both monitoring purposes and consideration for
future planning.
An over-arching AODA policy and statement of organizational commitment is being
developed.
Procurement
It is important to integrate accessibility into procurement policies, procedures, and practices
and that all vendors are aware of the need to provide accessible goods and services.
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Strategic Procurement Services has developed a university-approved procurement policy
that describes and sets out procedures for considering the needs of persons with disabilities
when procuring or acquiring goods, services, and/or facilities, including but not limited to,
self-service kiosks.
A Learning Development Plan is being developed to ensure compliance and continuous
improvement in university-wide procurement practices.
Information & Communications
Communicating and providing information in ways that work for all is another cornerstone of
building an accessible organization.
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Environmental Health & Safety and Campus Security have each placed an accessibility
statement on their websites alerting the public that information concerning emergency
procedures, plans, and public safety, is available in alternate formats or with appropriate
communication supports upon request.
Educational or training resources or materials are provided in accessible formats upon
request.
An accessibility statement has been posted on the Office of the University Registrar website
and in its newsletter, Viewbook, and Guide to Registration and Fees that informs both
current and prospective students and their families that student records and information on
program requirements can be provided in accessible formats upon request.
An Information & Communications Accessibility Scan & Gap Analysis Report has been
completed and received by the Vice-Principals’ Operations Committee (VPOC). The report
reviews the current Queen’s environment pertaining to information and communication
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accessibility. It outlines existing Queen’s environment and external initiatives that could help
meet future demands and identifies service strengths and gaps. The report provides
recommendations for addressing these gaps.
Employment
The process of finding, getting and keeping a job must be inclusive and accessible in order to
build an engaged and effective workforce at Queen’s.
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Queen’s has put in place an on-going process to develop, implement, and monitor
individual workplace emergency response plans for employees with disabilities, as required.
An ‘Accommodation in the Workplace Policy’ is being developed.
Built Environment
Queen’s is committed to greater accessibility into, out of, and around our facilities.

Queen’s University was successful in our application for funding from The Government of
Canada as part of the Enabling Accessibility Fund – Small Projects. The project is to create a
new single-user, accessible washroom near the main student street in Mackintosh-Corry
Hall.
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Queen’s University is updating its 2002 Campus Plan. The new Campus Master Plan (CMP)
will establish a vision and framework to guide how the university will physically change over
the next 10 to 15 years. Achieving barrier-free accessibility ensures usability by the broadest
possible range of persons. The principles of universal design incorporated into space
planning were recommended.
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Launched in May 2012, the Library and Archives Master Plan (LAMP) project is integrated
with the Campus Master Plan. When completed, LAMP will provide high-level options and
recommendations for the development of the Library’s and Archives’ facilities. Again, the
principles of universal design incorporated into space planning were recommended.
Education, Training, & Awareness
Queen’s recognizes the importance of collaboration in order to share and gain expertise. We
continue to strengthen our capacity to inform, educate, raise awareness, and involve both
persons with and without disabilities on and off campus.
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The following definition of ‘educator’ was approved by the Executive Accessibility Steering
Committee:
o At Queen’s we consider educators to be individuals who participate in the creation,
development, delivery or assessment of learning materials to Queen’s students. This
definition includes all tenure-stream faculty, continuing and term adjuncts, graduate
teaching fellows, teaching assistants, librarians, and program/course developers as
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well as IT staff who assist in the development of online courses. We also consider
professional learning instructors and developers who work with and for staff,
faculty, and other Queen’s personal to be educators.
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In addition to Accessible Customer Service, there are now three more training
requirements. All three are expected to be launched the Fall of 2013.
o Accessible Instruction for Educators
 All educators are required to take this training
 The University of Ontario Institute of Technology has given us permission to
use their online tool
 Marketing and the Equity Office have been coordinating the video-taping of
key faculty, staff, and students to develop videos that will be inserted into
the online tool
o Human Rights 101
 All faculty, staff, students, volunteers, and any other persons who provide
goods, services or facilities on behalf of Queen’s is required to take this
training
 The Ontario Human Rights Commission has given us permission to use their
online tool
 This training is up on the Equity Office website in advance of the launch
o Integrated Accessibility Standards Regulation
 All faculty, staff, students, volunteers, and any other persons who provide
goods, services or facilities on behalf of Queen’s is required to take this
training
 Will be accessed through Moodle, courtesy of Access Forward and
Curriculum Services Canada who developed the tool
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The ‘From Diversity to Inclusion in the Workplace’ Certificate Program co-developed
between Human Resources and the Equity and Human Rights Offices was launched. This
Program includes courses examining accessibility in the workplace, amongst others.
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Established in 2008, The Steve Cutway Accessibility Award formally recognizes the
outstanding contributions of faculty, staff and students towards advancing accessibility for
persons with disabilities at Queen's University. The 2012 Steve Cutway Accessibility Award
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recipient was Kathy Jackson, Undergraduate Coordinator, School of Kinesiology and Health
Studies. She received the award for her dedication to raising awareness of the physical and
recreational needs of individuals with disabilities.
Section 7: Moving Forward 2013-2016
The requirements under the AODA are extensive and will affect all aspects of our operations at
Queen’s. The aim of the Accessibility Framework is to foster a sense of shared accountability
and responsibility for accessibility for persons with disabilities at Queen’s. The goal is to clearly
identify the roles and responsibilities of our leadership, faculty, staff, and students as they
relate to the AODA standards – Customer Service, Employment, Information and
Communications, Transportation, and the Built Environment - so that accessibility is an integral
part of our strategic planning and operational processes.

Accessibility Hub – The Vice-Principals’ Operations Committee (VPOC) approved
immediate execution of the Information & Communications Accessibility Scan & Gap
Analysis Report’s first recommendation, which is to create an online Accessibility Hub with
a designated Coordinator. The project commenced May 1, 2013 with an anticipated
launch date of September 1, 2013. The Hub will provide online resources and information
to the Queen’s community regarding the AODA, the creation of accessible websites and
documents, accessible formats, accessibility, technologies, and event planning. The Hub
will have a significant impact in that it will serve to elevate accessibility at Queen’s and
lead to improved accessibility for everyone on our campus. A consistent method of
internal and external communications ensures that our staff, students, faculty, and
visitors with and without disabilities are informed of all our new or revised policies,
practices, and procedures and how they can support and provide feedback concerning
accessibility initiatives. The hub will be an excellent tool in aiding the university to meet its
obligations to consult with persons with disabilities and will act as a mechanism for
demonstrating compliance with the AODA.
 Diversity and Equity Self-Assessment and Planning (DEAP) Tool – Under the Provost’s
directive, this evaluative tool is being developed by the Equity Office in order to facilitate
the assessment required by the Senate Educational Equity Policy and to assist units in
responding comprehensively to the various reports related to equity, diversity,
accessibility, and inclusivity at Queen’s as well as the most recent academic and research
plans adopted by Senate. Implementation of the DEAP Tool across units will be an
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additional method towards ensuring that the university not only meets, but in some
cases, exceeds the AODA requirements.
 Queen’s University Comprehensive Strategic Framework for Accessibility – Accessibility
is a priority for this institution. Much has been accomplished under the Framework
toward ensuring that our services, supports, and spaces are accessible for persons with
disabilities. However, the university acknowledges that there is much still to do in meeting
our obligations under the AODA. Therefore, the Framework underwent an evaluative
process to determine its ongoing efficacy and efficiency. It was determined that collapsing
the Executive Accessibility Steering Committee and transferring the work of this group to
the Operational Review Committee would be an appropriate amendment to the
Framework toward advancing accessibility at Queen’s. This revised Framework signals our
continued commitment to building a campus community that is inclusive for all
individuals. This revision from the Executive Accessibility Steering Committee to the
Operational Review Committee is reflected in the diagram on page four (4) of this
document.
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AODA Compliance Plan
Compliance
Date
Jan. 1, 2014
Legislative Requirement
Deliverable
Progress to Date
Provide training on
accessibility requirements of
Standards and on the Human
Rights Code
Training of all
employees,
volunteers, others
who act on behalf
of Queen’s
These two training
modules will be
ready to launch Fall
of 2013.
Feedback processes
Internet sites to conform to
WCAG 2.0 Level A
Communicate availability of
accommodation in
recruitment and hiring
Jan. 1, 2015
Jan. 1, 2016
Accessibility becomes part
of performance
management, career
development, and
redeployment
Provide accessible formats
and communication
supports upon request
Libraries provide printbased resources or
materials in accessible
format upon request
Newly constructed and
redeveloped outdoor public
use eating areas shall
adhere to accessibility
requirements
Record of training
Accessible feedback
processes are in
place
Communication
required to inform
those outside of ITS
Run all sites for
compliance
Develop workplace
accommodation
policy and
procedures
Include as part of
workplace
accommodation
policy and
procedures
Accessibility
Statement
Communication
required to inform
Departments
Develop processes
Develop processes
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Review and revise,
if necessary, current
feedback processes
In progress
In progress
In progress
Accessibility
Statement
approved
In progress
Start date to be
determined
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Compliance
Date
Legislative Requirement
Deliverable
Progress to Date
Newly constructed and
redeveloped exterior paths
of travel shall adhere to
accessibility requirements
Newly constructed and
redeveloped off-street
parking facilities and onstreet parking spaces shall
adhere to accessibility
requirements
New service counters
(inclusive of replacing
existing service counters)
shall adhere to accessibility
requirements
Fixed queuing guides shall
adhere to accessibility
requirements
Newly constructed or
redeveloped waiting area
where the seating is fixed to
the floor shall adhere to
accessibility requirements
Queen’s Accessibility Plan
shall include procedures for
preventative and
emergency maintenance of
accessible elements in
public spaces and
procedures for dealing with
temporary disruptions
when required accessible
elements are not in working
order
Develop processes
Start date to be
determined
Develop processes
Start date to be
determined
Develop processes
Start date to be
determined
Develop processes
Start date to be
determined
Develop processes
Start date to be
determined
Develop processes
Start date to be
determined
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Queen’s Strategic Roadmap
Organizational change is complex and involves many components: policies, procedures,
practices; people; technology; infrastructure; communications and awareness. Taken together,
these are the levers that will bring about change. The Queen’s Strategic Road Map provides an
overall view of the approach to and management of organizational change. (See the Queen’s
Strategic Roadmap on the following page.)
Queen’s is committed to creating a campus community that is inclusive of all individuals and
ensures equal opportunity among its members to achieve success in their academic and
employment endeavours. The university recognizes that successful learning and employment
outcomes are the result of a shared responsibility and commitment on the part of students,
faculty and staff, and expects that all members of the community will advance and contribute
to the ongoing development of an environment that is accessible and inclusive, while actively
working to identify, remove and prevent barriers to persons with disabilities.
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STRATEGY OUTCOMES
IMPLEMENTATION
TRANSFORMATIONAL STRATEGY
Queen’s Strategic Road Map*
Vision
Key
Outcomes
An Accessible Queen’s University



Meaningful consultation with persons with
disabilities in formulating solutions and implementing
decisions
Persons with disabilities who are Queen’s customers
receive quality goods and services in a timely manner
Persons with disabilities who are Queen’s employees
participate fully and meaningfully in services and
employment



Information and communications are available in accessible
formats to all Queen’s employees and customers
Queen’s employees are able to identify barriers to
accessibility and actively seek solutions to prevent or
remove them on a continuing basis throughout the
organization
There is greater accessibility into, out of, and around
Queen’s facilities and public spaces
Levers
Policies,
Procedures,
Practices
People
Communications
and Awareness
Technology
Changes
New/revised
directives and
policies will
reinforce
accessibility
considerations
Staff, Faculty,
Student Training
Accessibility
information is widely
available through
communications and
events
Accessible internet New facilities and all future
sites
extensive renovations are
completed to meet accessibility
Accessibility
standards and Ontario Building
features are built
Code barrier-free design
into new kiosks
New and existing
tools and
guidelines will
embed accessibility
criteria into day-today practices
Foundation
Accessible human
resources practices
Improving
employment
accommodation
practices
Informed and Committed Leadership
Alignment and Coordination
Ongoing stakeholder
outreach and
consultations with
persons with
disabilities
Accessible feedback
mechanisms are in
place
Infrastructure
Materials available
in accessible
formats on
request
ITS staff familiar
with adaptive
technology and
can provide client
assistance
Strong Governance and Accountability
Measurement, Evaluation, and Reporting
*based on a concept from the Ontario Public Service with thanks, any accessibility issues with the above table please contact 32563 for clarification.
Approved by Vice-Principals’ Operations Committee October 31, 2013
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Section 8: Guiding Legislation
The Ontarians with Disabilities Act, 2001 (ODA) ensures that public organizations incorporate
accessibility planning into their operations and facilities and document such actions within an
accessibility plan. In 2005, a second piece of legislation, the Accessibility for Ontarians with
Disabilities Act (AODA) was enacted to further qualify the ODA and serve as a framework for the
establishment of accessibility standards in five areas:
customer service, information &
communications, transportation, employment, and the built environment. The standards support the
principles of the AODA to ensure dignity, integration, independence, and equal opportunity and each
has specific timelines for implementation.
Compliance with the ODA and AODA is required and are in place for the purpose of ensuring that
persons with disabilities are not discriminated against. Implementation is being phased in over time
to achieve the Provincial government objective of a fully accessible province by 2025.
The AODA recognizes the interaction between the AODA, the Ontario Human Rights Code, 1990 and
the Ontario Building Code Act, 1992.
Nothing in this Act or in the regulations diminishes in any way the legal obligations of the
Government of Ontario or of any person or organization with respect to persons with
disabilities that are imposed under any other Act or otherwise imposed by law. 2005, c. 11,
s. 3.
Therefore, the organizational requirements of the AODA and its Regulations do not replace or change
our legal obligations towards persons with disabilities under the Ontario Human Rights Code, 1990
(e.g., a request to accommodate an individual student or employee with a disability) or any other Act
such as the Ontario Building Code Act, 1992. Accordingly, if the university only complies with the
requirements of the AODA and/or the Building Code it may be vulnerable to a human rights
complaint to the extent that their premises and practices continue to fall short of the requirements of
the Human Rights Code. In sum, the Human Rights Code prevails over any other Act or regulation.2
Customer Service – Ontario Regulation 429/07
This standard was the first under the AODA to become law. It ensures that persons with disabilities
can receive goods and services in a manner that takes into account one’s disability.
Integrated Accessibility Standards – Ontario Regulation 191/11
These standards were next to become law under the AODA. They will ensure accessibility in the areas
of information & communications, employment, and transportation. The information and
communications standards sets out how organizations will be required to create, provide, and receive
information and communications that are accessible for persons with disabilities. The employment
2
Unless the Act or regulation specifically provides that it is to apply despite the Human Rights Code (section 47).
Approved by Vice-Principals’ Operations Committee October 31, 2013
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standards set out specific requirements for the recruitment, retention, and accommodation of paid
employees with disabilities. The transportation standards are the only set of standards that are sector
specific, that is, they relate specifically to modes of transportation that come under the jurisdiction of
provincial and municipal governments.
Design of Public Spaces Standards (Accessibility Standards for the Built Environment) – Ontario
Regulation 413/12
These standards became law in 2012 and focus on removing barriers in two areas; public spaces, and
buildings. These standards only apply to new construction and major changes to existing features.
Enhancements to accessibility in building will happen at a later date through Ontario’s Building Code,
which governs new construction and renovations in buildings.
Approved by Vice-Principals’ Operations Committee October 31, 2013
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